accurate portrayal | ETEC 521: Indigeneity, Technology and Education (September 2013)

The docudrama Nanook of the North shows clearly the stereotype of the simple, noble savage that has been popularized in western culture. That film was shot in 1922, but have societies changed their view much since then? Of course we would like to think so, but is that true? In a study of the portrayal of Aboriginal peoples in film and television, the media literacy charity Media Smarts conducted a study of this subject to see how much depictions have changed over the years. The most common problems uncovered can be best classified as mis-representation. They usually are: Romanticization, Historical Inaccuracies, Stereotyping by Omission, and Simplistic Characterizations. These flaws in the depictions of Indigenous peoples have the affect of skewing the portrayal of these groups in an manner which does not dispel myths and stereotypes but may actually increase them by providing confusing and improperly researched information to audiences. This article is very good at identifying the most significant issues on this subject.

http://mediasmarts.ca/diversity-media/aboriginal-people/common-portrayals-aboriginal-people

Possible Title: Teaching the Teacher: a Look at How Canadian Schools Portray its Indigenous Population

Issues surrounding Canada’s indigenous population have long intrigued me. My undergraduate studies raised questions about the role of the mainstream population in threatening indigenous culture, through displacement and residential schooling.

As we read through the course readings and I gain more knowledge, I am interested in studying possible supports that could alleviate the historical tensions between indigenous and mainstream populations.

More specifically, I am interested in exploring what role Canada’s school system can play in reviving and inspiriting its nation’s indigenous culture. As an educator, I am eager to extend my knowledge of the teaching methods available to promote a positive, accurate portrayal of Canadian indigeneity, in the hopes that improved education will lead to improved relations between the two cultures.

My research will be founded on Marker’s seven suggestions for the classroom, as well as the writings of Mohawk leader Lamb, who describes the ideal relationship between the two populations. Chad Solomon, a member of the First Nations, is currently actualizing some of Marker and Lamb’s recommendations. His educational program “Rabbit and Bear Paws,” uses humour and interactive puppetry to teach native traditional stories to indigenous and mainstream populations alike.

List of resources:

http://rabbitandbearpaws.com/presentations

http://www.bimose.ca/

http://muse.jhu.edu/journals/aiq/summary/v027/27.1lambe.html

https://circle.ubc.ca/bitstream/handle/2429/44152/Balfe_W_Letting_Go_LLED590_2013.pdf?sequence=1 (Section 4, pages 37-47)